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SHORT COMMUNICATION
Year : 2022  |  Volume : 10  |  Issue : 1  |  Page : 141-145

The effectiveness of mind mapping as a learning strategy in promoting information retrieval among II MBBS students


1 Department of Pathology, NRI Medical College, Guntur, Andhra Pradesh, India
2 Department of Community Health, St. John's Medical College, Bengaluru, Karnataka, India

Correspondence Address:
Dr. B Chaitra
Department of Pathology, NRI Medical College, Chinakakani - 522 503 Managalgiri Guntur, Andhra Pradesh
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/amhs.amhs_120_21

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In medical curriculum, shift to self-directed student-centered learning is required. The mind maps are multisensory tools that help students organize, integrate, and retain information. This study was conducted to evaluate the effectiveness of mind mapping in information retrieval and assess the perceptions of II MBBS students. An interventional crossover study conducted on II MBBS students who were divided into two equal groups. One group learned by conventional reading and the other group by mind mapping. The groups were swapped for the second topic. Knowledge gained assessed before the study, immediately after the session and after 1 month. The scores analyzed by independent t-test with P < 0.05 considered significant. Effect size was calculated and Cohen's d scores equal to 0.2 considered small effect, while 0.5 as moderate and 0.8 as large effect. A validated questionnaire used to assess perceptions of students. This study showed that the knowledge gained in immediate posttest and the information retrieved after 1 month for both topics were higher with mind mapping than traditional learning. Effect size also showed that mind mapping as more effective learning strategy over conventional reading. The majority of the students were positive toward mind mapping. It was evident from this study that the gain in knowledge and information retrieval is better by mind mapping. Students perceived mind mapping as a useful and effective learning strategy, which can be implemented as a routine method.


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